Active Learning Strategies for Improving Dental Students' Skills in Preclinical Restorative Dentistry

Practical assessment in dental education is crucial for developing clinical competencies. This study investigated the effectiveness of action research (AR) and active learning strategies in improving student achievement in a preclinical restorative dentistry course among 58 third-year dental students.

The intervention focused on teaching composite cavity preparation techniques through student engagement and participation. Using a mixed-methods approach, data were collected over 10 weeks through observations, surveys, poster presentations, performance evaluations, and peer assessments. Data analysis employed SPSS-20.0 for quantitative measures, including one-sample t-tests with a mean value of 3.6 as the cutoff point on the Likert scale for high-quality ratings (Ho: μ = 3.6, p ≤ 0.05).

The surveys demonstrated high internal reliability (Cronbach's alpha = 0.91). Students reported the highest satisfaction with topic relevance (90%) and showed significant improvement in learning outcomes through poster presentations and peer assessments (p < 0.05). However, activity organization (p = 0.526), clinical practice impact (p = 0.072), and cross-course applicability (p = 0.671) were nonsignificant. Pre- and post-test data were analyzed both statistically and descriptively to evaluate learning outcomes.

These findings suggest that implementing AR and active learning strategies can enhance student learning and achievement in preclinical dental education, though further research is needed to optimize organizational aspects and clinical practice.